Reports on the meiosis models utilized by five individuals at each of three levels of expertise in genetics as each reasoned about this process in an individual interview setting. Results revealed a set of biologically correct features common to all individuals' models as well as a variety of model flaws (i.e., meiosis misunderstandings) which are…

Outlines the basic principles of constructivist theory and discusses the limitations of the theory in terms of providing worthwhile science education. Advocates a shift from personal constructivism to social constructivism. Contains 24 references. (DDR)

Keith Baker's claims in his November 1998 article on Structured English Immersion are based on unpublished data. There are no data showing that all-English structured immersion programs are superior to well-constructed programs that include literacy development and subject-matter teaching in the child's first language. (12 references) (MLH)

Supports the use of microanalysis of conceptual change as a tool for reconceptualizing the nature of students' knowledge-in-development and dissolving concept-misconception and expert-novice dichotomies. Contains 48 references. (DDR)

Describes one student's learning pathway as a sequence of several metastable conceptions of the atom starting from a planetary model. Displays the final cognitive element as an association of three parallel conceptions. Contains 26 references. (DDR)

Focuses on many alternative conceptions and nonconceptions about material related to equilibrium and thermodynamics. Uses interviews and compares the concepts from these with those expressed by experts in textbooks. (DDR)

Reflects on the origin of the misconception of inverse respiration in green plants. Proposes a series of conceptual schemes that could form the basis for teaching the subject of green plants in a way that prevents or substantially reduces the appearance of this misconception in primary- and secondary-school students. Contains 33 references.…

Describes qualitative and quantitative methods used to elucidate the nature of the perception of the water cycle held by Botswana primary-grade pupils in three different geographic areas. Concludes that the students' perception of the water cycle was positively influenced by schooling but negatively impacted upon, to some extent, by the untutored…

Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Focuses on students' understanding of electric circuits. Findings suggest that children's interpretive frameworks of electric circuits are reflected in the specificity of the details, consistency, and coherence of their understanding. Contains 23 references. (DDR)

Participants were college fraternity men (N=155) who were in either a pretested and posttested rape-prevention program, a posttested rape-prevention program, or an untreated control group. Significant declines in rape myth acceptance and behavioral intent to rape were shown among program participants regardless of whether they were pretested.…

The California Mathematics Standards are cynical, mind-numbing, and shallow. Instead of balancing problem solving, concept development, and skill acquisition, the standards are full of obsolete mathematics and devoid of problem solving. Students offering only an algorithm when asked for meaning have style without substance. Blind memorization is…

A Hudson Institute study claims school administration is top-heavy. Actually, U.S. teachers constitute 78% of the instructional staff, which includes principals, assistant principals, librarians, and counselors. A 1998 OECD report shows that some nations have surpassed the U.S. graduation rate. The U.S. spends the most on higher education. (MLH)

Dispells five myths in mathematics education related to the standards and reform efforts. Contains 19 references. (ASK)

Describes two approaches to science, one that abandons hypothesis as a result of experiment, and one that remains faithful to an explanation in spite of all evidence to the contrary. Relates an experience in which the experimental evidence contradicted a physics principle. (CCM)